I den här studien undersöktes användandet av webbkonferenssystem i nätbaserad undervisning på universitet. Det gjordes med hjälp av en litteraturstudie, en enkätundersökning med studenter, två intervjuer med lärare och några tester av programvara relaterat till webbkonferenssystem. Studien visade att det är många aspekter att ta hänsyn till för att tekniken ska kunna gynna bättre studieresultat. Det handlar dels om att skapa en god social miljö där deltagarna trivs och känner gemenskap. Det handlar även om att tekniska hinder ska överkommas för att det ska gå att kommunicera på ett enkelt sätt på distans. I studien gjordes testinstallationer av två webbkonferenssystem. Ett enklare test av ljudfördröjning gjordes på två datorer samt ett test för att se ifall ljud eller bild prioriterades högre av webbkonferenssystemen. / This study examined the use of web conferencing systems for education purposes in universities. It was done through a literature study, a survey with students, two interviews with university teachers and a few software tests related to web conferencing systems. Before the technology can be used to improve study results there are many aspects  to be considered. It's important to provide a good social environment for the students. It's also important to find technological solutions to enable communication in a way that is suitable for distance learning. Two web conferencing systems were tested in this study. One simple test was made to measure the sound delay on the two systems and another test was made to see if sound or video was prioritized differently.

The main purpose of this multiple case study is to investigate how high school history teachers in Sweden use historical explanations in their classroom teaching.  Specifically, the study explores how explanations are constructed in the clasroom interactions, and what thinking tools, if any, the teachers use to help students grasp central aspects of the historical explanation in question. The case study is based upon observation data from the classrooms of five Swedish high school teachers. A theoretical underpinning of this study is that historical explanations are best understood as cases of complex causality. In order to describe these cases as they are presented in the context of a classroom, a model for analysis is used which draws upon research conclusions from several fields, chiefly instructional theory (Gaea Leinhardt), theory of history (C.Behan McCullagh) and historical thinking (Peter Seixas). The study presents each teacher as a separate case in one chapter, while another chapter focuses on what different tools each teacher uses in his/her explanations. In the last empirical chapter, the teachers’ explanations are discussed in relation to how they emphasize and relate to diffent historical thinking concepts. The study shows that while explanations are intimately interconnected with causality, their use is intertwined with other historical thinking concepts. Furthermore,  teachers use a multitude of different tools when working with  explanations. While certain tools aim at reinforcing students’ thinking about causality, they may simultaneously weaken the explanation’s value for something else, such as historical empathy. Thus, the importance of planning for specific teaching objectives is emphasized by the study. / Förmågan att resonera om orsaker och konsekvenser för att därigenom förklara historiska skeenden är en central förmåga i historisk kunskap. Hur gör lärare när de arbetar med historiska förklaringar i undervisningen? Den frågan är utgångspunkten för denna studie, som bygger på klassrumsstudier av fem yrkesverksamma historielärares undervisning. Särskild vikt läggs vid att identifiera olika redskap som lärarna använder för att tydliggöra olika aspekter av förklaringar i undervisningen.  Undersökningen visar hur förklaringar i undervisningspraktiken påverkas av faktorer som kursinnehåll, elevgrupp och undervisningens målsättningar. Ett antal didaktiska redskap för att arbeta med förklaringar identifieras. Vidare visar undersökningen också hur förklaringar i undervisningspraktiken kan vara sammanflätade med andra aspekter av historisk kunskap, som historisk empati och källhantering.

L’étude archéologique des auditoria dans le monde romain en tant que salles de cours, de lectures publiques, de démonstrations rhétoriques pouvait sembler impossible. En effet les sources littéraires indiquent que ces activités se pratiquaient, semble-t-il, dans des lieux indifférenciés, portique, salle du conseil local, temple, thermes, théâtre, cubiculum etc. Les sources épigraphiques sont très pauvres et ne peuvent être corrélées à des vestiges archéologiques précis. En outre, à supposer que de tels lieux aient existé, comment pourraient-ils être identifiables ? Y a-t-il une structure spécifique à une salle de cours comme il y a en a pour des latrines, un théâtre, une basilique civile ? La découverte au XXe siècle de plus d’une vingtaine de salles au centre de l’Alexandrie antique ainsi que celle, plus récente, des « Auditoria d’Hadrien » à Rome incite à rouvrir le dossier archéologique ; en outre certaines salles ou édifices avaient été par le passé caractérisés comme ayant une fonction d’enseignement ou de divertissement intellectuel. Mais aucune synthèse n’avait été proposée jusqu’à maintenant. Le catalogue ici constitué étudie 127 salles édifices ou espaces, dont 84 relèvent de sources archéologiques. Il en ressort un tableau d’une grande diversité tant du point de vue de la dimension des salles ou édifices et donc de leur capacité, que du point de vue de la structure (plans en hémicycle ou quadrangulaire, salles dans un complexe ou édifices indépendants, salles ou édifices à gradins droit, courbes, sans gradin…) ; les données sur l’élévation sont pauvres en général tout comme celles sur la décoration, sauf exception. Cette grande diversité, ainsi que les difficultés mentionnées initialement, conduisent à interroger explicitement les critères d’identification des salles ou édifices comme lieu de la paideia ou des monstrations rhétoriques. Celle-ci ne repose pas sur l’identification d’une structure, comme on peut le fait pour un théâtre, une basilique, des latrines etc… En fait, il n’y a aucune critère permettant l’identification : la décoration n’est pas spécifique et même si l’itération est un trait souvent présent il n’est ni nécessaire ni suffisant. Aussi, l’identification repose, non sur des critères, mais sur une méthode, qui combine plusieurs approches : certes la prise en compte de la structure, de l’itération mais aussi la considération de la syntaxe architecturale, l’insertion dans la topographie urbaine ainsi que l’étude du contexte culturel, sans oublier la polyfonctionnalité de l’architecture romaine. Les identifications auxquelles on parvient ainsi n’ont pas un caractère de certitude absolue ; elles relèvent de tous les degrés de la croyance et sont donc soumises à discussion et révision. / The archaeological study of the auditoria in the Roman world, as class-room, spaces for recitationes or declamations could seem impossible. From literary sources, these activities was performed in no specific spaces, as portico, bouleuterion, templum, theater, cubiculum and so on…Epigraphical sources are scarce and can’t be linked to well-defined archaeological finds. Furthermore, even such spaces have been real, it seems impossible to identify them: a class-room has not a proper structure. In the XXth century, 20 class-rooms were unearthed in the center of antic Alexandria and more recently, “the Hadrian auditoria” were discovered in the center of Rome; in the past, some spaces or building have been characterized as auditoria but a synthesis has never been tried till now. In the catalogue, 127 rooms or buildings, 84 from archaeological sources, are studied. These rooms or buildings are very various; they have different plans; the elevation is often unknown; the decoration is not specific; the capacity is variable. From this diversity and the difficulties listed up, the problem of the identification of the paideia spaces rises. In fact there is no criterion for the identification: neither the structure, nor the decoration or the ‘iteration’ are specific features. The identification is possible through a method and not from criterion. The method combines different points of view: the study of the structure and iteration of course, but also the architectural syntax, the urban topography, the cultural context and the ‘polyfunctionality’ of the Roman architecture. So the degrees of the belief concerning the suggested identifications are various; so they can be discussed and reappreciated.

The subject of this thesis is the design documentation for three floor object with basement. Object art school includes a concert hall. The object is located in Zábřeh and will be built in existing buildings in the city center. The building will be used for teaching and training of 500 pupils, the concert hall is for 100 visitors and 30 performers. In the basement there is a technical background - boiler room and utility room, dancing hall with accessories and several classrooms. On the first floor there is room for ventilation, facilities for pupils and their parents, dressing room, classroom for orchestr, which includes a recording studio, classroom for drums and several classrooms for the solo instrument. The Concert Hall is also located on first floor and is divided into two parts. Part for visitors, where is located treasury, foyer, dressing room and concert hall. In the part for performers are separate changing rooms and kitchen. The second floor is partially defined by the school management - there are director's office, secretariat, staff room, day room for teachers and classrooms. The third floor will serve particularly dramatic and visual department, there will be six classrooms for solo instrument or singing. Art School has three main entrances - entry to school, entrance to the concert hall for visitors and a separate one for acting. Facilities for performers is connected to the testing orchestral playing. The land is gently sloping toward the southeast. In all parts of the school will be shed roof with slight slope.

The purpose of this study was to examine the role played by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the secondary schools of Circuit 03 of Libode district of Eastern Cape Province. The scope of research was restricted to three secondary schools in circuit 03. The research methodology was qualitative in which multiple case study strategy was employed. The sampling strategy was purposive sampling and it included principals, educators serving in DSG and educators who have been evaluated in the previous years. Data were collected through semi-structured interviews to get information from principals. Questionnaires with open ended questions were used to obtain information from educators serving in DSGs and educators who have been evaluated in the previous years. The findings of this study were that; the DSGs did not receive training that specifically explained their role. Timing is a problem in evaluation of educators as it is performed in the fourth term when educators are busy preparing for final examinations and planning for the next coming year. The infrastructure condition cripples the performance of DSGs. The interpretation of evaluation instruments for educators poses a challenge to DSGs. The awarding of scores by DSGs tends to be more subjective. DSGs mainly have to use their discretion in awarding scores. Analysis of information received from participants indicated that the role of DSGs in implementing IQMS could be improved with intensive training of DSGs on IQMS. Summative evaluation of educators has to be conducted in the third term as many activities take place in the fourth term. Learner performance has also to be a deciding factor in awarding educator scores. Subject advisors should form part of DSGs. This research is likely to benefit school principals, policy makers, educators and IQMS coordinators as it provides clarity on the role of DSGs in implementing IQMS. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

The purpose of this study was to examine the role played by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the secondary schools of Circuit 03 of Libode district of Eastern Cape Province. The scope of research was restricted to three secondary schools in circuit 03. The research methodology was qualitative in which multiple case study strategy was employed. The sampling strategy was purposive sampling and it included principals, educators serving in DSG and educators who have been evaluated in the previous years. Data were collected through semi-structured interviews to get information from principals. Questionnaires with open ended questions were used to obtain information from educators serving in DSGs and educators who have been evaluated in the previous years. The findings of this study were that; the DSGs did not receive training that specifically explained their role. Timing is a problem in evaluation of educators as it is performed in the fourth term when educators are busy preparing for final examinations and planning for the next coming year. The infrastructure condition cripples the performance of DSGs. The interpretation of evaluation instruments for educators poses a challenge to DSGs. The awarding of scores by DSGs tends to be more subjective. DSGs mainly have to use their discretion in awarding scores. Analysis of information received from participants indicated that the role of DSGs in implementing IQMS could be improved with intensive training of DSGs on IQMS. Summative evaluation of educators has to be conducted in the third term as many activities take place in the fourth term. Learner performance has also to be a deciding factor in awarding educator scores. Subject advisors should form part of DSGs. This research is likely to benefit school principals, policy makers, educators and IQMS coordinators as it provides clarity on the role of DSGs in implementing IQMS. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

The master’s thesis on the topic Low- energy kindergarten is processed in the form of project documentation for the implementation of the new building. The building is designed on a plot of 1350/5 in the cadastral Karviná. It is the kindergarten with a basement and two floors. The building contains two classes for a total of 48 children. Food is provided by imports.